Relationship Conflict Improves Team Performance Assessment Accuracy: Evidence From a Multilevel Study
通过52个学生团队的决策任务实验，发现关系冲突能增强团队客观绩效与主观评估之间的一致性，对管理教育中的团队评估研究有重要启示。
This article demonstrates the applicability of implementing multilevel design, measurement, and analysis to explore research questions central to the management education literature. Specifically, we offer a multilevel model of self-assessed team performance based on self-enhancement theory and on the construal level theory of psychological distance. We implemented a team decision-making task with 52 student teams, objectively measured team performance, and then asked team members and teams for assessments of team performance. Results show that relationship conflict moderates the relationship between (a) team objective performance and individual assessments of team performance (i.e., cross-level interaction effect); and (b) team objective performance and team assessments of team performance (i.e., team-level interaction effect). The moderating effect is isomorphic across levels of analysis: As relationship conflict increases, the relationship between subjective and objective performance also increases. Our results have important implications for research on management education, assessments of team performance, relationship conflict, and methodological approaches adopted by management education researchers.